Peer Support in Action
Experience from a Staff Support Service
Karen Lockhart (1997) describes an overview of an NHS Staff Support Department. She gives an account of three case studies of workplace bullying. Her paper is published in the Journal of Community & Applied Social Psychology, 7, 193-198.
Accounts of case studies are important to bring to awareness different patterns of bullying in the workplace. Lockhart identifies three: the 'moodswinger' who clearly favours employees at certain times and then 'turns nasty on them', the 'psychotic' bully who is charming on the surface but has a devious demeanour in private, and the bully who is bullied themselves from higher up in the hierarchy, and vents frustration on their team. Significantly, all bullying reported here was hierarchical in nature. Although the different characteristics are interesting to explore, perhaps of most interest in the context of the peer support networker is how a Staff Support Department has effectively dealt with the issue of bullying. Lochart points out that it does not end with the dismissal of the bully; the work situation could be 'severely damaged' and after care is essential.
One of the main things highlighted was that if permission to act was not obtained, intervention simply could not occur. While this gives victims assurance as to confidentiality, it nevertheless forms a stumbling block. However, once a formal complaint was made, others felt more secure in coming forward and collectively achieved the dismissal of the bully.
The aftermath resulted in a state of shock for the staff group. Having denied just how bad the situation had been, they now could acknowledge the stress of their experiences, manifested in a variety of ways, ranging from physical illness to
emotional disturbance. The Staff Support Department introduced a series of group sessions, designed as a platform for staff to recount their experiences. Indeed, this 'peer support' enabled individuals to work together to a more cohesive team and start the process of regaining trust and confidence amongst themselves. Through the group, they were able to transform the bullying experience into an experience of learning, with a result that a healthier work environment has been created, with a strong emphasis on open and honest communication.
Peer Support in schools has thus far primarily focused on prevention through peer supporters. This case study illustrates that 'after care' is vital in order to create a more cohesive environment, and perhaps peer support could consider addressing debriefing in this way as part of its role.
Ref.: Lockhart, K. (1997)- Experience from a Staff Perspective, Journal of Community & Applied Social Psychology, 7, 193-198.
Bullying in Life-Span Perspective: What Can Studies of School Bullying and Workplace Bullying Learn from Each Other ?
The articles contained in the Special Issue of the Journal of Community and Applied Social Psychology contribute constructively to the discussions about adult bullying and present an interesting British picture of a universal problem. Peter Smith aptly points out that to relate both school-based and workplace-based research into bullying could be beneficial, and give useful lessons. For example, ideas for potential research and warnings of potential difficulties, could be learned in both directions.
In general, the research focuses on two main questions:
'What is bullying ?' and 'What can be done about it ?'.
The quest for an answer to the first question inevitably results in descriptive studies.
Smith's first conclusion from the comparison of the two fields regards the types of bullying: although physical, verbal and indirect bullying are observed in both schools and places of work, there is a distinct shift to more subtle forms of bullying in the workplace. Also, in the workplace situation the person doing the bullying is often in a line management position, as opposed to schools, where bullying is mostly by the peer group.
Smith points out that the straight analogy to the workplace would be bullying of children by teachers, which has been a relatively neglected topic, thus underlining the benefits comparisons of both groups can yield in determining new research areas.
Taking a broader perspective should not end there, however. School bullying should, like workplace bullying, take fuller account of the social and environmental climate and
structure. The way in which research is conducted in both areas could provide some insights from which to progress: school bullying might profit from detailed case studies and qualitative methods, which is what workplace bullying is doing. Equally, research into workplace bullying might investigate effects of bullying, using longitudinal as well as cross-sectional methods.
Although descriptive studies form an essential component to any investigation, the arguably more pressing issue (particularly
as far as practitioners are concerned) concerns which interventions can be employed to try and reduce, if not eliminate, bullying. This surely forms the main objective in school and workplace alike.
Some methods useful in tackling school bullying, such as assertiveness training, 'no blame' approaches, and changes to the physical and social environment, may with suitable adaptation be useful in the workplace.
Smith argues that the backcloth to concern about bullying has been the increased emphasis on individual rights, including rights of not being harassed or discriminated against. Therefore, having a policy is a central approach in both school and workplace interventions. Caution ought to be exercised, however, as school-based studies suggest that policy work needs considerable attention and renewal, and impacts differently in different conditions and perhaps on different kinds of bullying.
Smith concludes by urging that combatting the abuse of individual rights is paramount; equally, the way in which research is conducted is crucial. The recent interest in workplace bullying is a welcome step in this process. The studies of school bullying, extending over two decades, can give some ideas to the newer field of adult bullying, as well as learning something in return.
Ref.: Smith, P.K. (1997) - Bullying in Life-Span Perspective: What Can Studies of School Bullying and Workplace Bullying Learn from Each Other ?, Journal of Community & Applied Social Psychology, 7, 259-255.
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